Background/Purpose Though internships are highly effective learning experiences for preservice teachers, few universities have incorporated them into virtual settings. This research on a 7.5 week virtual internship examined outcomes of constructivist teaching practices delivered by cooperating teachers and university supervisors. Cooperating teachers worked online synchronously with intern teams while teaching high school health and physical education content. Simultaneously interns analyzed instructional behaviors, strategies to engage students, and their own skill development. Interns also analyzed the virtual course while teaching it to each other.
Method Upon university IRB approval, eight seniors participated in this qualitative research. Data were collected from semi-structured interviews, open-ended surveys, Elluminate sessions, group debriefing sessions, and reflection journals.
Analysis/Results Coding and triangulation enabled interpretation of interns' experiences and identification of themes and categories. Results indicated that eight moved from mixed feelings to mostly positive responses. Initial concerns included calling or emailing students and parents and assessing work online. Positive outcomes involved time management and organizational skills; grading, feedback, and curriculum development skills; collaborating and communicating well with students, parents, and mentors; and using new technology. Though two continued to be concerned about teaching online, most were positive about it and all would accept a virtual position.
Conclusions Though half the participants still preferred traditional teaching, all felt capable of teaching online and four moved from deep concerns to enthusiastic consideration. Thus, results indicate that strategic engagement with constructivist practices can quickly develop pre-service teachers' confidence, knowledge, and skills.
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